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Dan Schwartz
Dan Schwartz
Verified email at stanford.edu - Homepage
Title
Cited by
Cited by
Year
Chapter 3: Rethinking transfer: A simple proposal with multiple implications
JD Bransford, DL Schwartz
Review of research in education 24 (1), 61-100, 1999
30731999
Doing with understanding: Lessons from research on problem-and project-based learning
BJS Barron, DL Schwartz, NJ Vye, A Moore, A Petrosino, L Zech, ...
Learning through problem solving, 271-311, 2014
23372014
A time for telling
DL Schwartz, JD Bransford
Cognition and instruction 16 (4), 475-5223, 1998
16621998
Efficiency and innovation in transfer
DL Schwartz, JD Bransford, D Sears
Transfer of learning from a modern multidisciplinary perspective 3 (1), 1-51, 2005
1214*2005
Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction
DL Schwartz, T Martin
Cognition and instruction 22 (2), 129-184, 2004
10992004
Give your ideas some legs: the positive effect of walking on creative thinking.
M Oppezzo, DL Schwartz
Journal of experimental psychology: learning, memory, and cognition 40 (4), 1142, 2014
8722014
Technology support for complex problem solving: From SAD environments to AI.
G Biswas, D Schwartz, J Bransford
The MIT Press, 2001
795*2001
The emergence of abstract representations in dyad problem solving
DL Schwartz
The journal of the learning sciences 4 (3), 321-354, 1995
6721995
Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer.
DL Schwartz, CC Chase, MA Oppezzo, DB Chin
Journal of educational psychology 103 (4), 759, 2011
5972011
Toward the development of flexibly adaptive instructional designs
DL Schwartz, X Lin, S Brophy, JD Bransford
Instructional-design theories and models, 183-213, 2013
5892013
Learning theories and education: Toward a decade of synergy
J Bransford, N Vye, R Stevens, P Kuhl, D Schwartz, P Bell, A Meltzoff, ...
Handbook of Educational Psychology (2nd Edition), 95 pages, 2005
5522005
Parallel prototyping leads to better design results, more divergence, and increased self-efficacy
SP Dow, A Glassco, J Kass, M Schwarz, DL Schwartz, SR Klemmer
ACM Transactions on Computer-Human Interaction (TOCHI) 17 (4), 1-24, 2010
4772010
Teachable agents and the protégé effect: Increasing the effort towards learning
CC Chase, DB Chin, MA Oppezzo, DL Schwartz
Journal of science education and technology 18, 334-352, 2009
4382009
Toward teachers’ adaptive metacognition
X Lin, DL Schwartz, G Hatano
Computers as Metacognitive Tools for Enhancing Learning, 245-255, 2018
4372018
Physically distributed learning: Adapting and reinterpreting physical environments in the development of fraction concepts
T Martin, DL Schwartz
Cognitive science 29 (4), 587-625, 2005
4352005
Shuttling between depictive models and abstract rules: Induction and fallback
DL Schwartz, JB Black
Cognitive science 20 (4), 457-497, 1996
4161996
Scientific and pragmatic challenges for bridging education and neuroscience
S Varma, BD McCandliss, DL Schwartz
Educational researcher 37 (3), 140-152, 2008
3942008
Software for managing complex learning: Examples from an educational psychology course
DL Schwartz, S Brophy, X Lin, JD Bransford
Educational Technology Research and Development 47 (2), 39-59, 1999
2721999
Foundations and opportunities for an interdisciplinary science of learning
J Bransford, B Barron, RD Pea, A Meltzoff, P Kuhl, P Bell, R Stevens, ...
The Cambridge handbook of the learning sciences, 39-77, 2005
2462005
SMART environments that support monitoring, reflection, and revision
NJ Vye, DL Schwartz, JD Bransford, BJ Barron, L Zech
Metacognition in educational theory and practice, 319-360, 1998
230*1998
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